School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, ZheJiang, 310015, People's Republic of China.
School of Nursing, Zhejiang Chinese Medical University, 548 Bin-Wen Road, Hangzhou, Zhejiang, 310053, People's Republic of China.
BMC Med Educ. 2023 Feb 3;23(1):87. doi: 10.1186/s12909-023-04051-4.
In recent years, self-regulated learning (SRL) has become a hot topic in medical education. However, the factors that affect the SRL ability of medical-related specialties, such as clinical medicine, traditional Chinese medicine (TCM), and nursing specialty in TCM colleges and universities are unclear. Whether the teaching of learning strategies can help improve students' SRL also needs to be further examined.
A cross-sectional survey was distributed, and 878 medical-related students who were from a TCM university were recruited for this study. Descriptive statistics illustrated the status quo of SRL and learning strategies, and an independent t-test and analysis of variance were used to analyze the factors associated with SRL. The relationship between SRL and learning strategies was analyzed with multi-linear regression analysis.
The scores of SRL on learning motivation, learning setting, self-regulation, and total scores were 34.76 ± 4.62, 41.14 ± 4.30, 39.26 ± 4.74, and 115.16 ± 12.42, respectively. The metacognitive, emotion, cognitive, resource management and total scores of learning strategies were 58.54 ± 12.02, 43.24 ± 8.42, 35.49 ± 7.34, 22.89 ± 4.20, 160.16 ± 29.45, and the mean was all above the midpoint. Learning strategies were positively correlated with SRL (r = 0.421, P < 0.01). Some factors can predict 32% of the variation of SRL, including whether they liked their specialty, educational system, specialty, score ranking, scholarship, whether they were taught by a tutor in middle school, gender, monthly family income, the father's educational background, metacognitive strategy, resource management strategy, and cognitive strategy.
The SRL of medical-related students was better. Learning strategies, as well as personal or social factors, can affect SRL. Educators should pay more attention to the cultivation of learning strategies, exercising learning skills, and monitoring, adjustment, and guidance of learning time. It should adopt various methods to improve the SRL of medical-related students according to the different factors.
近年来，自我调节学习（SRL）已成为医学教育领域的热门话题。然而，影响临床医学、中医药学、中医药院校护理专业等医学相关专业学生 SRL 能力的因素尚不清楚，学习策略的教学是否有助于提高学生的 SRL 能力仍需进一步检验。
采用横断面调查方法，对某中医药大学的 878 名医学生进行问卷调查。描述性统计分析 SRL 和学习策略的现状，采用独立 t 检验和方差分析对 SRL 的影响因素进行分析，采用多元线性回归分析 SRL 与学习策略的关系。
学习动机、学习环境、自我调节和总分的 SRL 得分分别为 34.76±4.62、41.14±4.30、39.26±4.74 和 115.16±12.42，元认知、情感、认知、资源管理和总分的学习策略得分分别为 58.54±12.02、43.24±8.42、35.49±7.34、22.89±4.20 和 160.16±29.45，平均分均在中点以上。学习策略与 SRL 呈正相关（r=0.421，P<0.01）。一些因素可以预测 SRL 的 32%的变化，包括是否喜欢自己的专业、教育制度、专业、成绩排名、奖学金、中学是否有导师、性别、月家庭收入、父亲的教育背景、元认知策略、资源管理策略和认知策略。
医学相关专业学生的 SRL 较好。学习策略以及个人或社会因素都可以影响 SRL。教育者应更加关注学习策略的培养，锻炼学习技能，对学习时间进行监控、调整和指导。应根据不同的因素，采用多种方法提高医学相关专业学生的 SRL。
